Rhode Island Department of Education
Lesson Plan andrew d
Lesson Title:Intro to Photsynthesis
State Standards: GLEs/GSEs
LS2 - Matter cycles and energy flows through an ecosystem.
LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and
the flow of energy in a living system from its source
through its transformation in cellular, biochemical
processes (e.g., photosynthesis, cellular respiration,
fermentation).
4aa
explaining the energy transfer with cells in photosynthesis and cellular respiration, tracking ATP production and consumption.
National Standards:
Context of Lesson:
This Lesson focuses on how Photosynthesis affects our world. The first question I will ask is how do you think photosynthesis affects the planet, and i will write the answers on the board. From their we will lead into how the process of photosynthesis actually helps our earth which will lead us to our topic of the day which is the chemical equation of Photosynthesis. The students have not had chemistry yet so we will not be focusing on balancing equation but we will be discussing how 6CO2 + 6H2O + Light energy ---> C6H12O6 + 6O2. The bases of the lesson will be understanding how carbon dioxide, water, and light go into the flower and then create Glucose and oxygen. This lesson is first because I want the equation to describes what is put in and what is created in this equation.
Opportunities to Learn:
Depth of Knowledge
Webb's DOK- Recall and reproduction
Comprehension is what is expected for this lesson because I hope that students will be able to remember that when carbon dioxide, water, and light come together in a plant Glucose and Oxygen will be created. After this lesson the students should be able to look at the equation and know what it means. I will come back to this equation periodically so that students will know what it means and be able to write it out in full.
Prerequisite Knowledge
Students should know that plants use photosynthesis to get food and nutrients.
Students should that light plays an important role in plants obtaining energy.
Students should know plants are the most common example of photosynthetic organisms.
Plans for Differentiating Instruction
To make sure that everyone in class understands the process of Photosynthesis and the path that light takes etc I will draw this on the board instead of just saying allowed what happens. I would like students to eventually be able to draw the cycle so i wnat every students to see it as often as possible.
Accommodations and modifications
Environmental factors
The student's will come into the classroom and they will take their usual seats. There will be a question on the board that I will tell the students to write some ideas about while i take attendance. The question will be how do you think Photosynthesis affects our earth and what would happen if the sun were to burn out.
Materials
Markers
Notes
Class discussion/thought questions
Objectives:
The objectives of this lesson is to get students to realize the importance of plants and photosynthesis.
Students' will also get their first chance to begin deciphering what the chemical equation for Photosynthesis means.
Students' will know what plants get from photosynthesis.
Instruction:
Opening:
The question how do you think Photosynthesis affects our earth and what would happen if the sun were to burn out will be on the board.
Students' will get settled in their seats and I will tell them to think for 5 minutes and write a few answers on a peace of paper regarding the question. I will mark the attendance book and get anyone who comes in late on task.
I want students to see how different processes affect them in nature and help them to realize that the different things that go on in nature are for a reason and that our survival hinges on many natural happenings.
Students will get an idea about what is created by the process of Photosynthesis through a chemical equation and indirectly will be introduced to some chemistry that they may not have seen before.
Engagement:
After 5 minutes I will stop them and students will get into groups of 4 and they can talk about what they have written down up until this point
Once groups have discussed their answers and made a list of answers they still believe in we will begin to go around the room discussing answers they wrote down to the question, "How do you think Photosynthesis affects our earth and what would happen if the sun were to burn out." (Being a student and also observing from an observation stand point I have noticed that some students think that their ideas are the only correct thoughts how ever in an activity like this there are many correct ideas. I will emphasize that students can still raise their hands with ideas that have not been accepted by the group which could also further our discussion)
If there was no sun Photosynthesis would not occur
plants could not create glucose through photosynthesis
Plants would not let release oxygen - How would we breath?
I will write the answers down as students raise their hands and if there comes a time where they don't have any answers I will try to coax some answers from them. In my notes will be some answers I had for the question to both fill in the missing pieces and keep the discussion moving.
Some prodding questions
What do we need to breath
How do we get oxygen
What would happen to all the CO2
Would plants die
What would we eat
After we have discussed why Photosynthesis is important I will erase the question and write down the chemical equation for Photosynthesis.
6CO2 + 6H2O + Light energy ---> C6H12O6 + 6O2
C6H12O6- Glucose
I will then ask the class what they think the equation on the board means. If no sense can be made from the equation I will break it down piece by piece because it is possible they will not know the symbols for the elements. I will take each side of the equation at a time and i will make it clear to them what is being created.
During Photosynthesis the combination of CO2, H2O, and Light energy from the sun yield(--->) Glucose and Oxygen. The CO2 is taken out of the air and in through Stomata-major pathway through which CO2 enters and O2 leaves the plant
The purpose of getting this chemical equation on the board so soon in the unit is to show what is put in and what is created. This is meant to not be too complicated but i know that if they learn this they can hopefully remember back to this class and remember what is need during photosynthesis. This is a good chance to discuss and make the students understand while taking limited notes in notebooks.
Closure:
For closure I will have them write what they learned today and on the board I will leave up the equation and the opening question
I want to see if they will be able to tell me what the equation means.
I want them to think back to the importance of photosynthesis
While they are writing their exit slips I will pass out a rough schedule for the next couple of weeks so they can have an idea of what topics we will discuss if they wanted to read ahead of time from their text.
Assessment:
The assessment will come from the exit slips how ever they will not be for a grade it will just show me if they understood what we had talked about. If the exit slips show a lack of understanding I will touch on some of the information as we go. (I will frequently bring up the importance of Photosynthesis and the equation learned.
Lesson Plan
andrew d
Lesson Title:Intro to Photsynthesis
State Standards: GLEs/GSEs
LS2 - Matter cycles and energy flows through an ecosystem.LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and
the flow of energy in a living system from its source
through its transformation in cellular, biochemical
processes (e.g., photosynthesis, cellular respiration,
fermentation).
4aa
explaining the energy transfer with cells in photosynthesis and cellular respiration, tracking ATP production and consumption.
National Standards:
Context of Lesson:
This Lesson focuses on how Photosynthesis affects our world. The first question I will ask is how do you think photosynthesis affects the planet, and i will write the answers on the board. From their we will lead into how the process of photosynthesis actually helps our earth which will lead us to our topic of the day which is the chemical equation of Photosynthesis. The students have not had chemistry yet so we will not be focusing on balancing equation but we will be discussing how 6CO2 + 6H2O + Light energy ---> C6H12O6 + 6O2. The bases of the lesson will be understanding how carbon dioxide, water, and light go into the flower and then create Glucose and oxygen. This lesson is first because I want the equation to describes what is put in and what is created in this equation.Opportunities to Learn:
Depth of Knowledge
Webb's DOK- Recall and reproductionComprehension is what is expected for this lesson because I hope that students will be able to remember that when carbon dioxide, water, and light come together in a plant Glucose and Oxygen will be created. After this lesson the students should be able to look at the equation and know what it means. I will come back to this equation periodically so that students will know what it means and be able to write it out in full.
Prerequisite Knowledge
Plans for Differentiating Instruction
To make sure that everyone in class understands the process of Photosynthesis and the path that light takes etc I will draw this on the board instead of just saying allowed what happens. I would like students to eventually be able to draw the cycle so i wnat every students to see it as often as possible.Accommodations and modifications
Environmental factors
The student's will come into the classroom and they will take their usual seats. There will be a question on the board that I will tell the students to write some ideas about while i take attendance. The question will be how do you think Photosynthesis affects our earth and what would happen if the sun were to burn out.Materials
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
The assessment will come from the exit slips how ever they will not be for a grade it will just show me if they understood what we had talked about. If the exit slips show a lack of understanding I will touch on some of the information as we go. (I will frequently bring up the importance of Photosynthesis and the equation learned.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: